scholarly journals A CIDADE SUBMARINA: UM EXERCÍCIO PROJETUAL INTERDISCIPLINAR

2020 ◽  
Vol 13 (2) ◽  
pp. 144
Author(s):  
André Luis Ferreira Beltrão ◽  
Rita Maria Couto ◽  
Flavia Nizia Fonseca Ribeiro
Keyword(s):  
Learning Experience ◽  
Meaningful Learning ◽  
Interdisciplinary Learning ◽  
Innovative Solutions ◽  
Second Period ◽  
Context Shift

This paper presents a pedagogical experiment of context shift applied to undergraduate Design classes, with students from the second period of the course. The proposal consisted of a project exercise that transported students to the bottom of the sea to participate in an interdisciplinary learning experience in the fictional context of a Submarine City, enabling the displacement of their creative references and enabling conditions that enhanced meaningful learning. The article describes the exploration of a way of teaching related to the search for innovative solutions to problems that can be extended to disciplines of any area of knowledge.

Pengaruh Jenis Masalah pada Problem Based Learning terhadap Dinamika Metakognisi Siswa SMA Kelas X pada Konsep Stoikiometri

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Issaura Sherly Pamela ◽  
Muhammad Rusdi ◽  
Asrial Asrial
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Learning Process ◽  
Model Problem ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Learning Model ◽  
Group Design ◽  
Experimental Group

Innovation is needed in learning to make meaningful learning, so the student constructs their ownknowledge from the learning experience of learning process. One of the innovations is to integrate Problem Based Learning model. Problem Based Learning involves students to be active in every problem. Eleven problems type in Problem Based Learning that have different solving steps, due to every student different metacognition character potential and can change by given treatment. This research is a pre-experimental design: the pretest-posttest control and experimental group design with embedded experimental design. The metacognition character data were analyzed qualitaively, whereas the average grade data were analyzed quantitatively. The analysis of metacognition character shows the different metacognition characters and on learning process there is improvement of student achievement from 14% to 84.4%.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

2015 ◽  
Vol 5 (4) ◽  
pp. 420-433
Author(s):  
Cathy Cavanaugh ◽  
Ewa Gajer ◽  
John Mayberry ◽  
Brendan O’Connor ◽  
Jace Hargis
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Qualitative Evaluation ◽  
Female Undergraduate ◽  
Theoretical Frameworks ◽  
Mount Kilimanjaro ◽  
The World

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience.

scholarly journals Analisi Pemanfaatan Media Pembelajaran TIK Dalam Meningkatkan Pemahaman Siswa Pada Mata Pelajaran PAI

An-Nuha ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 60-68
Author(s):  
Fitri Oktavia ◽  
Alfurqan Alfurqan
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Student Involvement ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Student Understanding ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Information And Communication ◽  
Effective Use

ABSTRAK Penelitian ini berangkat dari masalah kurang optimalnya pemanfaatan media pembelajaran berbasis Teknologi Informasi dan Komunikasi (TIK) sebagai upaya dalam meningkatkan pemahaman siswa pada mata pelajaran PAI. Penelitian ini bertujuan untuk mendeskripsikan efektivitas pemanfaatan media pembelajaran berbasis Teknologi Informasi dan Komunikasi (TIK) dalam meningkatkan pemahaman siswa pada mata pelajaran PAI di SMP N 1 Lembang Jaya dan kendala yang dihadapi guru dalam mengefektifkan pemanfaatan media berbasis Teknologi Informasi dan Komunikasi (TIK) pada mata pelajaran PAI. Jenis penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Hasil penelitian menunjukkan bahwa efektivitas Pemanfaatan media pembelajaran berbasis Teknologi Informasi dan Komunikasi (TIK) dalam meningkatkan pemahaman siswa pada mata pelajaran PAI di SMP N 1 Lembang Jaya belum sepenuhnya berjalan efektif. Berdasarkan indikator pengukuran efektivitas Media Pembelajaran berbasis Teknologi Informasi dan Komunikasi (TIK) menurut Smaldino bahwa dari kesemua indikator hanya 50 % yang efektif. Hal ini dibuktikan dengan temuan peneliti dilapangan membuktikan bahwa indikator pengukuran efektivitas Media berbasis Teknologi Informasi dan Komunikasi (TIK) seperti ; keterlibatan siswa, ketepatan dalam pemilihan media, mampu membantu siswa memahami hal-hal yang bersifat abstrak, ketersediaan media, dapat memberikan pengalaman belajar yang berarti belum efektif. Adapun kendala dalam mengefektifkan Media pembelajaran berbasis TIK dalam meningkatkan pemahaman siswa pada mata PAI di SMP N 1 Lembang Jaya yaitu kendala yang berasal dari luar dikarenakan kurangnya ketersediaan media sehingga pemakaiannya terbatas serta listrik yang tiba-tiba mati. Kata kunci: Efektivitas, Media Pembelajaran Berbasis Teknologi Informasi dan Komunikasi (TIK), pemahaman siswa Abstract This study departed from the problem of less than optimal use of learning media based on Information and Communication Technology (ICT) as an effort to improve students' understanding of Islamic Education subjects. This study aims to describe the effectiveness of the use of Information and Communication Technology (ICT) -based learning media in increasing student understanding of Islamic education subjects at SMP N 1 Lembang Jaya and the obstacles faced by teachers in making effective use of Information and Communication Technology (ICT) -based media in the eyes. PAI lessons. This type of research uses a qualitative approach with descriptive methods. The results showed that the effectiveness of the use of learning media based on Information and Communication Technology (ICT) in increasing students' understanding of Islamic Education subjects at SMP N 1 Lembang Jaya has not been fully effective. Based on indicators of measuring the effectiveness of Information and Communication Technology-based Learning Media (ICT), according to Smaldino, of all indicators only 50% are effective. This is evidenced by the findings of researchers in the field proving that indicators of measuring the effectiveness of Information and Communication Technology-based Media such as; student involvement, accuracy in selecting media, being able to help students understand abstract matters, the availability of media, can provide a meaningful learning experience that has not been effective. The constraints in making ICT-based learning media effective in improving students' understanding of the PAI eyes at SMP N 1 Lembang Jaya are constraints that come from outside due to the lack of availability of media so that their use is limited and the electricity suddenly goes out. Keywords: Effectiveness, Learning Media Based on Information and Communication Technology (ICT), student understanding

scholarly journals Promoting a Community of Inquiry in a Civics and Citizenship Education Class through the Pedagogy of Philosophical Inquiry

2020 ◽  
Vol 8 (2) ◽  
pp. 71-87
Author(s):  
Suhailah Hussien ◽  
Nazatul Akmar Mohd Mokhtar ◽  
Rosnani Hashim
Keyword(s):  
Action Research ◽  
Research Design ◽  
Citizenship Education ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Observational Method ◽  
Philosophical Inquiry ◽  
Education Class ◽  
Quest For Meaning

In realising the development of ethics and values among Malaysian school-going students, depicted in Shift 3 Aspirations of the Malaysian Educational Blueprint 2013-3025, the study examined how the pedagogy of philosophical inquiry helped in the development of a community of inquiry (CI) in the Civics and Citizenship Education classroom. The study employed a qualitative action research design, where the researcher used the observational method, which is based on the Lipman’s CI checklist, to identify seven elements of CI in the classroom; namely, participation, quest for meaning, shared cognition, challenging as a procedure, deliberation, impartiality and thinking for oneself. Findings of the study showed that the philosophical inquiry pedagogy and the community of inquiry assisted in the effective teaching of CCE as students discovered a more meaningful learning experience, became more empowered in their thinking and views, and more sensitive to the current issues, paving the way to become good citizens of the nation.

scholarly journals Interdisciplinary Learning Experience in Biophotonics

2011 ◽  
Vol 100 (3) ◽  
pp. 325a
Author(s):  
James T. Gleeson ◽  
Arne Gericke ◽  
Robert Twieg ◽  
Doug Kline ◽  
John Stalvey
Keyword(s):  
Learning Experience ◽  
Interdisciplinary Learning

scholarly journals The 21st Century Skills in Online Multiliteracies Project Approach (eMULPA): Learners’ Reflections on their Knowledge Processes

2017 ◽  
Vol 8 (1) ◽  
pp. 252-258 ◽  
Author(s):  
Suraini Mohd Ali ◽  
Haliza Harun ◽  
Norhaili Massari ◽  
Fariza Puteh-Behak ◽  
Ramiaida Darmi ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Project Approach ◽  
21St Century Education ◽  
Reflective Journal ◽  
Knowledge Processes ◽  
Online Tools ◽  
The Right

Abstract There is a misconception that 21st century education is all about using the right online tools. However, the premise of 21st century education requires the integration of relevant content, skills and instructional support to enhance knowledge processes in line with the requirement of 21st century learning to arrive at meaningful learning experience and not merely the use of online tools. To enhance the integration, an Online Multiliteracies Project Approach (eMULPA) framework is designed by incorporating teachers’ presence, online tools, learning materials, collaborative efforts while fulfilling the syllabus requirement so that the interconnectedness in these elements would give learners a learning experince that is worthwhile and meaningful. The framework which encompases the knowledge processes: exploration, contexualization, investigation, delibration and consolidation is expected to assist learners to have meaningful learning. This paper focuses on the learners’experiences while undergoing the knowledge processes in eMULPA. Data collection tools were interviews, teaching documents and learners’ reflective journals. For this paper, only data from learners’ reflective journal were drawn, coded for themes and explicated because reflective journal is one of the reliable means to gather information on the metacognitive processes undergone by learners. The preliminary findings demonstrated learners’ have undergone meaningful learning experiences through the eMULPA knowledge processes higlighted above. Thus, the implementation of eMULPA is expected to assist learners to acquire the 21st century skills.

scholarly journals Performance Assessment Task: A Point of Reference for Science Teachers - this Pandemic and Beyond

2021 ◽  
Vol 2 (12) ◽  
pp. 1392-1409
Author(s):  
Ananias C. Sabijon Jr.
Keyword(s):  
Sustainable Development ◽  
Performance Assessment ◽  
Science Teachers ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Thinking Skills ◽  
Performance Task ◽  
Significant Information ◽  
Assessment Task ◽  
Task Assessment

The pursuit for quality education, including that in the basic education levels, for sustainable development is clearly described in the Education for Sustainable Development (ESD), one of the17 Sustainable Development Goals (SDGs) by the UN. Accordingly, to equip students, with knowledge, skills, attitudes, and values they'll need to face the difficulties along with sustainable development, there is a need to update some processes currently utilized in science teaching and learning. For this reason, alternative activities and assessment methods, like the use of performance task assessment is needed to improve both the quality of teaching and to provide a meaningful learning experience to students. The purpose of this study was to provide relevant information from extant literature and a sample performance task assessment to encourage Science teachers to utilize these information in their classes. To achieve this purpose, significant information about performance task assessment and an original performance task assessment were presented. The use of performance assessment task is one alternative method to develop critical thinking skills, and to provide an education that is truly relevant to every student in the light of today’s challenges, like the pandemic. It could provide authentic and meaningful learning experience to students, and is very relevant in the context of coping with the challenges the science teachers have been facing. With the many pieces of evidence on its effectiveness and positive learning experience by students provided by literature, it is certain that the use of performance assessment task in Science classes cannot be overemphasized.

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